Application Process

All Completed Applications are Due in the Chancellor's Office No Later Than 5:00 p.m.on Thursday, February 19, 2004.

Please answer all the questions on the application form, person or by mail. The application, along with your re-which is included as part of this brochure. Please do not sponsestotheessayquestions, must be in the Chancellor'sinclude letters of recommendation with your application. office no later than 5:00 p.m. on Thursday, February 19,When the application is completed, submit this entire 2004. Following are the Chancellors' office addresses; inapplication form to the Chancellor's office on your campus, parentheses are names, phone numbers and email ad-either by mail or in person. The application is also available dresses of the coordinators for student Regent recruitmenton-line at www.universityofcalifomia.edu/studentreg.html; on each campus. Please contact your campus coordinatorhowever the completed application must be submitted in for more information.

Chancellor Robert Berdahl200 California HallUniversity of CaliforniaBerkeley, CA 94720(Hal Reynolds - 510/642-6772hgr3la>uclink.berkele~ .edu)Chancellor Larry N. Vanderhoef567 Mrak HallUniversity of CaliforniaDavis, CA 95616(Ellen Yoshimura - 530/752-2418em~oshimu rala>ucdavis .edu)

Chancellor Ralph Cicerone501 Administration BuildingUniversity of CaliforniaIrvine, CA 92697(Marti Barmore - 949/824-7741

martila>uci.edu)

Chancellor Albert Carnesale2147 Murphy HallUniversity of CaliforniaLos Angeles, CA 90095(Mike Cohn - 310/206-8821rncohnlilJsaonet. ucla.edu)

Chancellor France Cordova4148 Hinderaker HallUniversity of CaliforniaRiverside, CA 92521(Sharon Vander Veen -909/787-3989sharonvlilJadmin.ucr .edu)

Acting Chancellor Marsha Chandler107 University CenterUniversity of California, San DiegoLa Jolla, CA 92093(Kyle Nakanishi - 858/534-4451knakanislilJucsd.edu)

Chancellor J. Michael Bishop126 Medical Sciences BuildingUniversity of CaliforniaSan Francisco, CA 94143(Eric Koenig - 415/476-4318

ekoenig(8Josl.ucsf.edu andBarbara Smith - 415/476-4318

bsmith(8Josl.ucsf.edu)Chancellor Henry T. Y. YangCheadle Hal~Room 5221University of CaliforniaSanta Barbara, CA 93106(Joe Navarro - 805/893-4467navarro-J(8Jsa. ucsb. edu)

Chancellor M.R.C. Greenwood296 McHenry UbraryUniversity of CaliforniaSanta Cruz, CA 95064(Cyndi Edinger - 831/459-2789

~ndi(8Jucsc.edu)

Please Print or Type(Application deadfine is Thursday, February 19, 2004 at 5:00 p.m.)

Personal Information

2. Campus UC Davis1. Name Adam R. Rosenthal

3. Student Identification No.

4. Campus Mailing Address -

(The address where you will receive your mail during spring break and during the summer.)

7. Telephone No. . 8. Email addres£.(Number where you can be reached during spring break and during the summer.)

Educational BackgroundS8. Please check your class standing for spring term 2004

D FRESHMAN D SOPHOMORE D JUNIOR D SENIOR D GRADUATE G PROFESSIONAL

Sb. Will you be enrolled as a student at the University of California continuously through the 2004-2005academic year?

Yes~ No 10. What is your major? Law

11. Please list all colleges or universities you have attended, including UC; indicate the dates you attended andany degrees you were awarded.

Institution attended Dates attended Degreesa. UC Davis, King Hall School of Law Fall 2003 - Present JD Candidate

b. Alliant International University, Graduate School of Education; Fall 2002 - Summer 2003 Two CA Teaching Credentials

Fall 1998 - Spring 2001 BA in History & Minor Judaic Studiesc. University of California, Los Angeles

12. Please list below the names, titles, addresses, and telephone numbers of three references. Please notify yourreferences at the time you submit this application that, if you are selected as a semifinalist, they will be askedthe second week in March to submit a letter of reference by April 2, 2004. The three finalists' Chancellors willbe asked to comment on the qualifications of their candidates, so you may wish to make your accomplish-ments and interests known to him or her if you are selected as a finalist.

NAME/TITLE ADDRESS email ADDRESS TELEPHONENUMBER

0... Berky Nelson. Director Center for Student Programming: 105 Kel'ckholf Hall Los Angeles, CA 90024-1607 bne~~.edu (310) 206-88141.

2. Prof. Lisa Pruitt, UCD Law Professor: 400 Mrak Hall Drive Davis, CA 95616 Irpruitt@ucdavis.edu, (530) 752-2750

3.Robert HW8 PteIwon, Dj,.ctcx' Bay AI'8a Teach For America: 4300 Horton Sl Emeryville. CA 94808I-.nter.pier8On@teec;.,;:u 21C8.~ (510) 450-1288

On additional paper, please answer questions 13, 14, and either 15a or 15b. Label each essay with the questionnumber. Answers to questions 13 and 14 should be limited to approximately 500 words each. Every page must benumbered and should have your name and question number on it. Also please Include your resume with thisapplication.

13. Why did you choose the major or course of study you are in? Describe where you see yourself in five years.

14. What do you, as a University of California student and as a concerned member of society. believe you wouldbe able to contribute to the Board if you were appointed Regent?

158. The University is confronting an unprecedented fiscal crisis. How can it meet this challenge and still maintainaccess and quality for the planned enrollment levels?

-or-

15b. Describe the University of California's role under the Master Plan for Higher Education. How should theUniversity continue to fulfill its commitment under the Master Plan?

Adam R. Rosenthal

Education & Leadership

University of California, Davis School of Law; JD Candidate, May 2006Elected 1 L Representative to the King Hall Educational Policy Committee.

Alliant International UnivetSity Graduate School of Education and Teacher CredentiaIing,Alameda, CA, January 2001 - June 2002.

Received two California Dear Teaching Credentials (highest level teaching credentials in CA):Multiple Subject Credential K-8 and Single Subject History jSocial Sciences 9-12.

University of California, Los Angeles, B.A. 2001, Cum Laude in History & Minor in Judaic Studies. Pnsident, UCLA Hillel, 2000 - 2001. Cofollnder, Coalition for Coexistence in the Middle East, 2000. General RepmentatilJt, UCLA Undergraduate Students Association Council, 1999 - 2000. Follnder & Pnsident, UCLA Undergraduate History Association, 2000 - 2001

Resent Professional Responsibilities

Teacher, Havenscourt Middle School (a Tide One, Cahforma UnderperformingScbool),Oakland Unified School District, Oakland, CA September 2001 - 2003

. Teach For America corps member.

. Taught adt and 6dt Grade American History, Ancient History, Government, English, and Reading.

. Elected School Site Union Representative to tht- Oakland Education Association, CaliforniaTeachers Association, & National Education Associa. ")n, 2002 - 2003

. Organized School Leadership Committee, 2001 - 200, .

Founder & Co-Director, Camp Empower; Oakland, CA 5 -nmer 2002Created and directed a unique summer camp for ten ,"mc~~privi1eged middle school students. Recruitedstudents, organized academic and cultural programming, and secured grants to fully subsidize the

program.

Teacher, Sinai Temple; Westwood, CA 2000 - 2001Designed and taught cuniculum to seventh graders around the principles of respect, responsibility,history, community service, and spirituality.

Honors & Awards

. Teach For America Education Collaboration Distinction, 2003

. UCLA Chancellor's Service Award, 2001

. Provost's Honors List at UCLA, Winter 2000, Fall 2000, Winter 2001

. UCLA Hillel Outstanding Leadership Recognition Award, 2001

. Finalist, UCLA's Dr. Martin Luther King]r. Oratorical Contest, 1999

501111 of 11IY hobbieJ: Running, cycling, experimenting with tofu, organizing, browsing at book stores, March

Madness, family gatherings, and momi11g coffee over the NYr.

Adam RosenthalQuestion #13

Question #13

In order to fully explain how I came to study history, education, and the law, it is

Each of thesenecessary for me to show the interconnectedness between my studies.

fields has played an integral role in shaping my academic interests and social

conscIousness.

From as long as I can remember, I knew that if I was fortunate enough to attend

college, I would study the stories which comprise human history. My early interest in

history came from my fascination with folk tales from around the world. These stories

gave me a flavor for the unique nuances that distinguish cultures. At the same time,

these stories taught me that there are common lessons and insights which transcend all

boundaries, and speak to the very essence of human nature.

When I enrolled as an undergraduate at UCLA it was only natural for me to major

in history. Just as I enjoyed folk stories as a child, the historical rubric satisfied a similar

intellectual interest in me as an adult. Through the study of history, I have enjoyed

analyzing the distinctive events and peoples who have shaped societies and their

In myenvironments, while also recognizing commonalities between past and present.

classes at UCLA, I learned to interpret the successes and failures of the past, and in turn

to understand how contemporary society can apply these fundamental lessons to

ameliorate the problems we face today.

Early on in my undergraduate studies I realized that one of the best ways for me

to amalgamate my love of history with my passion for social justice was to teach history

in an underprivileged school. The day after graduation, embarked on this career path

under the auspices of the national teacher's corps Teach For America. Shortly thereafter,

I welcomed my first group of students at an under-resourced public middle school in

1

Adam RosenthalQuestion #13

Oakland, CA, and started what became the hardest and most rewarding experience of my

I was placed on the front lines combating the social, economic, and political

injustices that were content on keeping my students and their community disenfranchised,

and deprived of equal opportunities to be successful. Despite the overwhelming

challenges facing my students, it became evident that through hard work, collaboration,

and resolve, I could affect significant change in their lives.

During my two years of teaching, I continued to pursue my own studies, and

eventually earned two California teaching credentials. Between teaching, lesson

planning, grading, parent conferencing, and working on behalf of the teachers' union, I

had little time to focus on my credentialing classes. Nonetheless, I persisted because I

strongly believed that through my studies of pedagogy and best practices, I was

constantly improving my abilities to close the achievement gap and help all of my

students succeed. My two years in front of the classroom not only allowed me to work

with amazing students and a proud community, but also gave me plenty of opportunities

to study some of the fundamental issues involving disparities between those in society

who have means and those who don't. Based on these experiences, I made the difficult

choice to leave teaching and enroll in law school.

I see law school as a natural extension of my studies in history and education.

As a lawyer, I will fight to make necessary systemic changes and will speak on behalf of

whose voices have for too long been silenced. As a future attorney I recognize the

importance of learning from our past mistakes, while also being mindful of the

complexities and complications of our nation's social stratification. As continue my

legal studies at UC Davis, I look forward to finding more ways to apply my educational

training and experiences toward expanding access, opportunities, and democracy.

2

Adam RosenthalQuestion #14

Question #14

Considering the myriad of fiscal and systemic problems facing the University of

California, the student Regent must have significant leadership experiences and a profound

Mostunderstanding of California's social, educational, economic, and political climate.

importantly, the student Regent should have an unfettered belief that the UC must truly

If selected as the 2005-2006 student Regent, I willrepresent the great diversity of the state.

My ability to represent the studentbring the aforementioned qualities to the Board of Regents.

voice to the Regents is grounded in my experiences, education, and strong commitment to

educational equity.

As an undergraduate leader at UCLA, I worked to mitigate many of the problems my

fellow undergraduates encountered. During my first year, I was elected to serve as one of three

General Representatives to the Undergraduate Students Association Council (USAC). As a

member of USAC I worked with a diverse cross-section of student groups on issues ranging

from defending affinnative action and supporting holistic review of applicants, to easing

While at UCLA, I also founded the Undergraduate History Society andcampus congestion.

the university's first Arab-Jewish dialogue group, The Coalition/or Coexistence in the Middle

East. Based on my experiences as an undergraduate, I am confident that I have the ability to

effectively advocate on behalf of the UC's undergraduate students.

As I mentioned in my response to Question #13, after graduating from UCLA I began

The experiences I had and theteaching in an under resourced public school in Oakland, CA.

skills that I acquired as a teacher will profoundly shape my agenda as student Regent. As a

credentialed teacher and current student, I am in a unique position to discuss the complexities

of our state's educational system with my fellow students, regents, legislators, and educators.

Of the many topics that concern me, I am particularly troubled by the relationship between the

Adam RosenthalQuestion #14

UC and the K-14 system, especially in terms of teacher education and under-represented

minority student recruitment, enrollment, and college preparation.

I believe having a student Regent with an "insider" perspective of the dramatic

There is no question that theinequalities in our state's public K-12 system is invaluable.

disparities in our state's poorest communities are inextricably linked to the lack of greater

diversity on our campuses. If I am fortunate enough to be interviewed for this position, I hope

to share with you many of the goals and objectives that I would pursue if appointed student

Regent. As you will see, am completely committed to convincing the Regents, legislators

and governor of the necessity to reinstate funds for UC outreach programs to underrepresented

communities, and to significantly reduce and cap higher education fees.

As a former teacher, I can attest to the impact that outreach programs have on students

who would otherwise not be exposed to the value of a UC education. For example, the field

trips to UC Berkeley that I organized for my students showed them that if they work hard and

plan accordingly, a UC education is attainable. It pains me to know that under the proposed

budget cuts, 750,000 current K-12 students (and countless more in the future) that have come

to rely directly on UC's successful outreach programs will be deprived of these necessary

resources. Moreover, I worry about the immeasurable number of students who will forgo their

right to higher education because it is prohibitively expensive.

Along with my experiences as a UC undergraduate and as a teacher, I will also bring to

the Regents a strong voice on behalf of UC's graduate and professional students. Due to the

complexities involved in the management of the UC system (from graduate student labor issues

to the intricacies of the legislative process), the student Regent must be able to navigate the

complicated political and legal landscape. As a law student and educator, I am prepared to

face these challenges. If appointed student Regent, will work assiduously to advocate on

behalf of the university's diverse and distinguished student body.2

Adam RosenthalQuestion 15a

Question 15a

Unfortunately, the prevailing mood widely found throughout the university is that if the

State and the UC continue on its current trajectory. it will be impossible for the university to

However, despite the manymaintain its commitments to access, diversity, quality, and research

gloomy predictions regarding the effects of the budget cuts over the past two years, it is imperative

for those of us who feel passionate about public higher education to remain optimistic. We must

Therepursue a course which will sustain the UC's excellence during this time of great uncertainty

The first path is on aare two general paths that the UC must take to mitigate the current situation

macro level, where supporters of the university must endeavor to make several systemic paradigm

shifts, The second path is one of pragmatism and planning~ where the UC must work to secure

additional funds, and to implement effective cost-saving initiatives

Paradigm shifts can either be gradual changes in public perceptions or rapid transformations

that quickly change society's values and beliefs. It is therefore essential to be mindful that some

changes that speak of may take longer than others. One of the most needed paradigm shifts is the

way in which society allocates resources to public education- from Head Start programs to advanced

graduate-level research For too long, we have misallocated funds to expand institutions such as

prisons, while ignoring the clear evidence that crime rates drop as educational opportunities rise.

Related to this, there needs to be a paradigm shift that transfomlS the rhetoric of "equal access and

opportunity" into a reality It is unacceptable that the zip code a child is born into is often an

accurate predictor of whether that child will graduate from college This is an indication that as a

democracy, we are not making the necessary strides toward equality

On an issue closer to home, we must extinguish the myth that higher student fees are not

correlated with lack of diversity and quality on campus Aside from the damages that will result if

successful outreach programs are eliminated, as student fees increase and financial aid decreases,

many qualified students will forgo their right to a UC education because it is prohibitively

In the long run, this will have the most dramatic effect on those Californians who aren'texpensive

fortunate to have amassed the 'cultural capital' to recognize the long-term benefits of a college

education. It is the responsibility of all who have a vested interest in the UC to help implement the

paradigm shifts I have mentioned.

1

Adam RosenthalQuestion 158

The second approach to weather the current stonn involves a reevaluation of funding sources

First and foremost, students have the responsibility of drawing attentionand saving mechanisms.

to the fact that many elected officials in this State are adamant about not raising taxes, yet have no

This effectively results in a substantial taxqualms supporting outragerous increases in student fees.

on the poor and middle-class. This hypocrisy must be exposed, and students must lead the charge on

The best way for the UC to reestablish its funding base in the near futurebehalf of the entire system.

is to convince the decision-makers and the citizenry of the symbiotic relationship between the state

and its world-renowned university.

Likewise, elected officials representing the state need to do a better job securing funds from

As the engine of our nation's economy, California does not receive itsthe federal government.

equal share of funds, and as a result, state institutions such as the UC suffer. The UC also needs to

continue building stronger and more equitable relationships with corporate partners. It is essential

that those amlS of the university that can generate funding from private sources work harder to do

Their success will place less pressure on those arms which don't have the means to generateso.

funding, such as K-14 outreach programs,

Internally, the UC needs to use this time as an opportunity to examine and scnrtinize its own

operations. As an institution, the UC must encourage and support more effective collaboration in

teaching and research within each campus and throughout the entire system. Another area where the

UC can look to cut costs while maintaining quality is through the use of technology to enhance

The UC must make a stronger effort to streamlineteaching, research, and administrative functions.

those parts of its operation which would be improved by emerging communications technologies.

Along with working toward increased funding for the university, the UC must also use its

tremendous influence within academia to make significant improvements in the lives of all college

Just as the UC demonstrated its power in leading the movement to modify the SAT I, itstudents.

must use its organizational strength to rally for initiatives including: increased Pell Grants, decreased

costs for college textbooks, and greater federal funding for college preparatory schools in under-

resourced communities. I strongly believe that if students join with the millions of Californians who

have a personal relationship with the UC, together we can make significant gains in securing a

brighter and more stable future for the university.

2

2005-2006 STUDENT REGENT APPLICANTSEVALUATION FORM

This is a cumulative evaluation form to be completed by each reviewing group for each applicantwho is being recommended on to the next step in the selection process. Please provide commentsindicating why your commission/boardlcommittee selected this applicant. The Office of theSecretary will type your comments and prepare the form for the next group to interview theapplicants. Only one form for each selected applicant is required. You may fax (510) 987-9224 oremail the comments (Anne.Shaw@ucop.edu)

Applicant's Name: Adam Rosenthal Campus: UC Davis

1. Comments from the Regional Nominating Commission's review of applications (Feb 28)

Strong application throughout; ability to publicly approach and represent; knowledge ofissues is thorough.

2. Comments from the Regional Nominating Commission's interviews of applicants (March 6)

Lots of experience (undergrad at UCLA, working in Oakland school district); veryprepared,has thought deeply about issues; understands the value ofUC education, importance for thestate; seems a bit (a lot) dogmatic - we were unsure of his diplomacy skills.

Suggested questions for this applicant.

Assess your ability to negotiate difficult issues without alienating the other side - how areyou at diplomacy?

3.. Comments from the UCSA Board of Director's interviews of applicants (April meeting):

Suggested questions for this applicant:

UNIVERsm OF CALIFORNIA, LOS ANGELES UCLA- -

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(;ENTER FUR !.TUDE~T PROGRAMMING

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April 2. 2004

The Regents of the University of CaliforniaOffice of the Secretary1111 Franklin StreetOakland, CA 94607-5200Attn. Ms. Leigh Trivette

To Whom It May Concern:

I am taking the initiative to write a letter of support for Mr. Adam Rosenthal whocovets a position on the Board of Regents for the University of California. I initially metAdams approximately seven years ago when he began his first year as a student atUCLA. In fact, I had heard great things about Adam prior to his matriculation to ourcampus because of the leadership qualities he exhibited in high school. After meetingAdam and having the opportunity of working closely with him during his two year tenureas a member of student government, Adam garnered my highest personal regards as astudent and humanitarian.

As a freshman Adam displayed maturity and intellectual development far beyondthe years of his peers. He possessed a profound understanding of international politics,asked and answered pertinent questions pertaining to the topics at hand, and providedoriginal thoughts during the scores of discussions that enabled me to think of him more asan intellectual equal than a student. I also became impressed by Adam's uncanny abilityto mediate disputes between students ranging from differences within student governmentto conflicts emanating from the Middle East crisis. Indeed, Adam's personal friendshipwith the president of the Arab Student Association helped to mitigate tensions betweenthe Jewish and Muslim student communities. If more people possessed the temperament,political acumen and sagacity of Adam Rosenthal the Arab-Israeli conflict would beresolved.

After graduating from UCLA Adam decided to join Teach For America. Whenhe infonned me about the experiences he acquired working in a low-income schooldistrict in Oakland, California, I became mesmerized by his account of the harshconditions and circwnstances that impeded learning among boys and girls indisadvantaged communities. Despite my many years of study on the African Americancommunity and instinctive compassion for children raised in dysfunctional households,

Adam helped me acquire information and attain a greater understanding of the plightfaced by the urban poor.

Possessing a natural charisma, Adam has always left a favorable, indelible impactwith people. He is candid, sensitive toward others, naturally curious, and challengesthose with whom he interacts, forcing them to attain their highest intellectual potential.Personable and humanistic, Adam Rosenthal is destined to become influential within thepolitical and social fabric of our nation and the world.

Given the issues the Board of Regents are likely to face in the ensuing years,appointing a student with the capacity to think objectively and engage in reasoneddiscourse on the Board is essential. Our institution will be well served with AdamRosenthal functioning as a member of the University of California Board of Regents. Heshould be given the strongest consideration for this august apJ:K>intment.

S~ly ,

Dr. .' NelsonDirector, Center for Student Programming

UNIVERSITY OF CALIFORNIA, DAVIS

2 April 2004

Ms. Leigh TrivetteOffice of the SecretaryThe Regents of the University of California1111 Franklin Street, 12th floorOakland, CA 94607-5200

By fax to 510 987 9224 with hard copy following by post

Recommendation for Mr. Adam Rosenthal

Dear Regents,

I am writing to recommend that Mr. Adam Rosenthal be selected as student regent of theUniversity of California for 2005-2006. I have known Adam since August 2003, whenhe emolled as a first-year law student at the University of California, Davis, School ofLaw, Martin Luther King, Jr., Hall.

Adam has been an engaged and active student in my 60-student torts class since thebeginning of this academic year. Because I teach the same group of students for an entireyear, I feel I am able to get to know every student in the course reasonably well. Ibelieve I am especially well placed to comment on Adam not only because he has beenan active (that is not to say over-active!) classroom participant, but also because he hasoccasionally taken advantage of my office hours to discuss with me a range of issues,from law careers to current events, the latter including educational policy. While Adamhas not yet received a grade in my course (that will come in late Mayor June, after finalexams are graded), I can tell you that he has approached the challenges of the first-yearlaw curriculum in a conscientious manner. He is unfailingly well prepared and engagedin the material.

Adam is an exceptionally mature and well spoken young man, attributes that would servethe Regents well. I suspect that a great deal of Adam's maturity was gained from histime working with Teach for America in the Oakland Public Schools. As the statementshe has submitted to you indicate, in his capacity as a middle school teacher, he enjoyed awide range of opportunities and gained a variety of useful skills there. Adam also took

on related leadership roles in Oakland, including his work on behalf of the teachers'union.

As someone very engaged in educational policy issues myself - particularly with regardto issues that have recently arisen in relation to the state budget crisis and the impact thatreduced admissions and cuts to outreach programs will have on minority and other under-represented communities - I have found Adam to be very well thought out with respect tomany of the challenges currently facing the University of California and other publiceducation institutions in the state. Among other things, he understands the importance ofmaintaining a diverse student population. In addition, although my impression is thatAdam had an economically and socially privileged background, he seems to understandthe impact that poverty and minority status have on those seeking educationaladvancement. At one point in his statements of application for this position, Adam writesthat he has a "social conscience," and my impression is that he truly does.

You would make an excellent choice in naming Adam Rosenthal the student regent for2005-06. In him, you would gain a mature, sophisticated and well-spoken advocate forstudents, including those from under-represented populations. If I can provide anyadditional information about Adam, please do not hesitate to contact me at 530 752 2750or on lmruitt@ucdavis.edu.

Lisa R. PruittProfessor of Law

One day, all children in this nation will have the opportunity to attain an excellent education,

TEACHFORAJ§RICA

April 5, 2004

Leigh TrivetteOffice of the Secretary1111 Franklin Street, 12"1 FloorOakland, CA 94607-5200

Dear Student and Regents,

I write to strongly recommend Adam Rosenthal for the student Regent on the Board ofRegents of the University of California. With his commitment to providing underrepresentedminority students with equal access to educational opportunities, track record of achievement as aeducator, and determination to affect social change, Mr. Rosenthal would be an insightful studentrepresentative and excellent board member.

For the last two-years, Adam has taught in the Oakland public schools as a member of theTeach For America program. Teach For America is the national corps of outstanding recent collegegraduates who commit two years to teach in urban and rural public schools. Corps members striveto affect significant gains in student achievement while in the classroom, becoming lifelong leaders inthe effort to expand opportunity for children. I taught with Adam as a corps member in Oaklandand now, as the Executive Director of our Bay Area program, I can see his tremendous impact onthe East Bay community from several vantage points.

Adam worked relentlessly to provide students in low-income communities with an excellenteducation. Not only did he advance his students 1.5 to 2.0 grade levels in each of his first two yearsof teaching, but also he commiued himself heart and soul to his school. I vividly remember Adamspending the weekends going to Home Depot and buying lumber to make a podium for hisclassroom. He organized fieldtrips for his students to Berkeley and San Francisco State. He gave thehardest tests and facilitated discussions that demanded the highest levels of critical thinking.Everyone in our corps of teachers knew that Mr. Rosenthal expected his 8"' grade students to go tocollege and that there was no beuer place for them to start preparing than in Adam's classroom atHavenscourt Middle School. In the last year of his Teach For America commitment, his fameextended beyond our group as he was featured in a series of cover stories in the Oakland Tribune asan exception to the rule that students in low income communities receive a second rate education.

Two years ago Adam asked me to join him in starting an academic summer camp for ourstudents. He told me he wanted to attain non-profit status, raise $10,000 in funding, securepermission from the district to use their facilities, and recruit 12 kids from our schools to spend theirsummer mornings reading and writing. Honestly, I thought he was crazy. In the next few months,however, he poured himself into the task, and Camp Empower opened its doors in late June. Duringthe four-week experience, students participated in writer's workshop and literature circles in themornings. In the afternoon, we went on field trips to Bay Area museums, parks, and universities.Adam designed the program to raise the self-expectations of the students and then provide themwith the concrete skills to reach those aspirations.

510450-1266 F 510450.8250 . www.teachEoramerica.org4300 Honan Street, Suite 15 . Emeryville, CA 94608

In the non -profit world, I encounter many people who see the need for social change. Ofthose, I have had the privilege to work with a few who are willing to truly commit their life to affectthat change. Yet I have found it extremely rare to find someone who not only sees the need and iswilling to make the commitment, but also possesses the skills to create an initiative that actuallyalters the conditions that prevent young people from reaching their full potential. Adam is one ofthese rare individuals.

While Adam has the passion and the commitment for in-the-trenches community work, healso brings a distinct eloquence and inrelligence ro the boardroom. Last year, he representedHavenscoun Middle School in the Oakland Educarion Associarion. It was a difficult time for theOakland Unified School District as mounting budget deficits set the stage for a State takeover.Facing a salary reduction, the teachers' union was up in arms with mallY members urging a strike.Mter assiduously taking notes throughout the year and faithfully voting with the opinions of hisschool faculty, Adam rose to speak. He spoke of his own experience as an educator, refocusing theconversation on the students and urging negotiarions rather than a walkout. His balancedperspeCtive imbued him with a certain authority among the vast majority of the membership. Asthe youngest member of the union, he has earned their respect and consideration. Ultimately, theunion decided to negotiate.

With his track record of success in the classroom, boardroom, and community, I believeAdam would be an invaluable addition to the Board of Regents. On top of these accomplishments,he's kind, considerate, and someone with whom it is a pleasure to work. If you have any questions,please call me directly at 510.450.8251.

Sincerely,

Hunter PiersonExecutive DirectorTeach For America - Bay Area